Dance Education as a Transdisciplinary Vehicle for Transforming Teacher Education: A Blueprint for Academic Excellence

Abstract

The urgent need to transform initial teacher education (ITE) in Australia has reached a critical juncture, as the Quality Initial Teacher Education (QITE) Review reveals concerning attrition rates with nearly 40% of ITE students sleaving within six years and approximately one in five beginning teachers exiting within their first three years. Traditional approaches to teacher preparation are failing to adequately equip educators for contemporary classrooms, particularly in developing the cultural responsiveness needed to serve Australia’s diverse student populations. This paper presents a case for reconceptualising ITE through pedagogical features that underpin dance education as a transformative vehicle for reform. In this context, dance education is defined as structured movement-based learning that integrates physical expression, cognitive development, cultural understanding, and pedagogical skills through embodied practices. Through a critical discourse analysis of recent Australian policy documents including the Teacher Education Expert Panel (TEEP) Report and Quality Initial Teacher Education (QITE) Review, alongside systematic examination of international empirical research on dance education, this study reveals how dance education’s inherent integration of physical, cognitive, social-emotional, and cultural learning uniquely addresses persistent challenges in teacher education. This article suggests that embedding dance education principles throughout ITE programs could revolutionise teacher preparation by providing embodied understanding of learning processes while developing practical teaching skills. This innovative approach holds particular promise in developing teachers who are not only technically skilled but also emotionally intelligent and culturally responsive, with implications extending beyond Australia to teacher preparation programs internationally.

1. Introduction

The transformation of teacher education has become a critical priority in Australia, as the nation grapples with persistent challenges in preparing educators who can effectively serve increasingly diverse school communities. Australia’s education system, serving approximately 4 million students across government, Catholic, and independent sectors, faces complex challenges in ensuring equitable outcomes for all learners (DESE, 2022).

1.1. Initial Teacher Education Context in Australia

Initial Teacher Education (ITE) in Australia refers to formal university programs that prepare prospective teachers through undergraduate degrees (4 years) leading to Bachelor of Education qualifications or postgraduate programs (2 years) such as Master of Teaching degrees for career-changers. These programs must be accredited by state and territory Teacher Regulatory Authorities and meet Australian Institute for Teaching and School Leadership (AITSL) standards, covering disciplinary content knowledge, diverse pedagogical exploration, mandatory practical classroom experience and, most recently, the Core Content. Graduates must demonstrate competency against the Australian Professional Standards for Teachers at the Graduate level before becoming eligible for teacher registration and employment in Australian schools (AITSL, 2022).

1.2. Dance Education and Teacher Preparation

For the purposes of this study, dance education is defined as structured movement-based learning that integrates physical expression, cognitive development, cultural understanding, and pedagogical skill-building through embodied practices. These underpinning principles encompass creative movement activities, choreographic processes, exploration of diverse cultural dance forms, movement analysis, and the application of dance principles to enhance teaching and learning across disciplines. Dance education in teacher preparation contexts involves both learning through dance (using movement as a medium for understanding concepts related to dance and other learning areas) and learning about dance (developing knowledge, skills and appreciation for dance as an art form and cultural practice), with particular emphasis on how embodied learning experiences can enhance teachers’ pedagogical understanding and cultural responsiveness (Cook, 2024).

1.3. Research Proposition

This research proposition is based on the hypothesis that the principles that underpin dance education’s transdisciplinary nature—integrating physical, cognitive, social-emotional, and cultural dimensions of learning—can effectively address identified gaps in traditional teacher preparation approaches and enhance the development of essential teaching competencies required for contemporary classrooms.

The recent Teacher Education Expert Panel Report (TEEP Report, 2023, p. 6) explicitly states that “teachers are critical to delivering on the ambition for the Alice Springs (Mparntwe) Education Declaration for excellence and equity in education” and highlights several areas requiring urgent transformation in initial teacher education (ITE), including strengthening evidence-based practices, enhancing cultural responsiveness, and improving support for diverse learners.

1.4. Challenges Facing Beginning Teachers in Australia

The urgency for transformation in teacher education is underscored by concerning statistics regarding teacher retention and the specific challenges facing beginning teachers. The TEEP Report (2023) documents that “nearly four in ten ITE students leave their course within six years of commencing their degree, and approximately one in five beginning teachers exits the profession within their first three years of teaching” (p. 6). These statistics are particularly troubling given Australia’s projected teacher shortages, especially in rural and remote areas and in specific subject areas such as mathematics, science, and languages.

The QITE Review (DESE, 2022) provides comprehensive evidence of the multifaceted challenges facing beginning teachers that contribute to high attrition rates. Beginning teachers report feeling unprepared in several critical areas: classroom management, with 25% of beginning teachers citing this as their primary concern; cultural responsiveness, particularly when working with First Nations students and culturally diverse populations; supporting students with diverse learning needs including disabilities; family and community engagement; and implementing evidence-based pedagogical practices.

The Graduate Outcomes Survey (2022) revealed that beginning teachers most commonly identified three areas where their preparation could have been improved: course content being too theoretical and lacking practical application (32% of responses), insufficient or poorly organised practical experience placements (31% of responses), and inadequate preparation in practical classroom skills including behaviour management and assessment strategies (25% of responses). These findings indicate a persistent theory-practice divide in current teacher preparation approaches that dance education’s embodied learning approach could uniquely address.

Furthermore, the QITE Review (DESE, 2022) found that 30% of new educators with three or fewer years’ experience reported that their ITE did not sufficiently prepare them for classroom realities. Among those who felt underprepared, the main areas lacking were: teaching students whose first language is not English (62%), dealing with difficult behaviour (55%), teaching students with disability (47%), and teaching Aboriginal and Torres Strait Islander students (43%, rising to 48% in remote schools and 46% in very remote schools).

Contemporary challenges such as increasing student mental health needs, technological integration demands, standardised testing pressures, and growing expectations for differentiated instruction compound the difficulties faced by beginning teachers. The COVID-19 pandemic has additionally highlighted the need for teachers who are adaptable, technologically proficient, and capable of maintaining student engagement across diverse learning modalities.

2. Materials and Methods

2.1. Objective

The objective of this study is to examine how the underpinning principles of dance education’s transdisciplinary nature can contribute to transforming teacher education by addressing persistent challenges identified in recent Australian policy frameworks, specifically focusing on the integration of evidence-based practices, cultural responsiveness, and practical skill development in initial teacher education programs.

2.2. Methodology

This study employs a critical discourse analysis of recent policy frameworks with an examination of research on dance education principles and their impact on teacher education, more broadly. The methodology enables rigorous examination of how dance education’s transdisciplinary nature can enhance teacher preparation while critically interrogating the discursive construction of problems and solutions in contemporary teacher education policy. Emphasis is placed on the language dominance that is exhibited throughout the documents and how this influences approaches to ITE.

2.3. Critical Discourse Analysis Framework

Critical discourse analysis reveals how language constructs and legitimates particular ideologies, power relations, and social practices within institutional frameworks (Fairclough, 2013; Foucault, 1972). This analysis examines how policy texts produce understanding that shapes public perception and institutional responses while potentially limiting creative thinking needed to address critical issues in teacher education. Dance education is consistently marginalised in its perceived value, representing what could be considered as missed opportunities for engagement with under-considered alternatives that could transform educational practice.

2.4. Policy Document Analysis

The analysis focused on two key Australian education policy documents published between 2022–2023: Australian Government Department of Education (2022), The TEEP Report (2023) and QITE Review (DESE, 2022). These documents were chosen for their significance in shaping current teacher education reform in Australia. The TEEP Report frames problems, justifies reforms, and positions stakeholders within teacher education policy narratives. The report’s use of language draws on discourses emphasising “quality,” “evidence-based practice,” and “classroom readiness,” invoking a vision of teacher professionalism that defines what constitutes legitimate knowledge and practice.

The QITE Review (DESE, 2022) provides particularly detailed evidence of beginning teacher preparedness challenges, including quantitative data from the Graduate Outcomes Survey (2022) showing specific percentages of beginning teachers who identified various areas of concern. These specific findings provide measurable targets for how dance education interventions might address identified gaps.

2.5. Dance Education Research Analysis

To complement the policy discourse analysis, this study incorporates examination of empirical research on dance education outcomes published between 2014–2024, sourced from multiple academic databases including ERIC, Education Research Complete, Arts & Humanities Citation Index, Australian Education Index, and Dance Research Database. Selection criteria included peer-reviewed empirical research in English focusing on dance education outcomes or teacher preparation, with rigorous experimental or quasi-experimental designs, clearly defined participant populations, validated assessment instruments, and demonstrated relevance to initial teacher education contexts.

2.6. Analytical Framework

The analytical framework employed a three-stage process examining the relationship between the principles underpinning dance education and teacher preparation. The first stage involved examination of how dance education principles are constructed in research literature, mapping documented outcomes across physical, cognitive, social-emotional, and cultural domains. The second stage analysed how the principles underpinning dance education align with core content areas specified in the TEEP Report (2023), examining support for understanding brain and learning, pedagogical practices, classroom management, and responsive teaching. The final stage examined how dance education’s transdisciplinary nature offers alternatives to dominant teacher preparation approaches, particularly supporting integration of theoretical knowledge and practical application, simultaneous development of multiple competencies, and transfer of learning across contexts.

3. Results

3.1. Policy Analysis: Australian Teacher Education Reform Context

Analysis of the TEEP Report reveals specific policy directives that frame current challenges in teacher education within a comprehensive discourse emphasising standardisation and measurable outcomes. The report explicitly states that “accredited ITE programs must ensure all graduate teachers meet the Graduate level of the Australian Professional Standards for Teachers” and additionally identifies four mandatory core content areas: “the brain and learning,” “effective pedagogical practices,” “classroom management,” and “responsive teaching” (TEEP Report, 2023, pp. 28–29). This framework establishes clear expectations for teacher preparation while positioning particular approaches as legitimate within the policy landscape.

The discourse construction within the TEEP report reveals ideological assumptions about teacher preparation that privilege certain epistemological frameworks. The report emphasises that “teachers are critical to delivering on the ambition for the Alice Springs (Mparntwe) Education Declaration for excellence and equity in education” (TEEP Report, 2023, p. 6), positioning teachers as implementers of predetermined educational priorities rather than professionals who might contribute diverse perspectives to educational reform. This framing creates hierarchical relationships between policy mandates and teacher preparation, potentially limiting space for alternative and innovative pedagogical approaches.

Discourse throughout the policy documents constructs urgency around teacher education reform. The TEEP Report (2023) notes that “nearly four in 10 ITE students leave their course within six years of commencing their degree and around one in five beginning teachers leaves within the first three years of entering the teaching profession” (p. 6). While these statistics highlight genuine challenges, their presentation creates crisis narratives that may justify narrow solutions while obscuring broader systemic factors contributing to teacher attrition.

The policy framework establishes specific terminology requirements that function as absolutes for determining legitimate approaches within teacher preparation. The emphasis on “evidence-based practices,” “classroom readiness,” and measurable “quality” indicators reflects particular assumptions about valid knowledge in education. The TEEP Report requires that ITE programs demonstrate “coherent evidence-based rationale for program development, design and delivery” (TEEP Report, 2023, p. 31), privileging quantifiable research methodologies while potentially marginalising interpretive, phenomenological, or arts-based inquiry approaches.

Power dynamics become evident through mandatory documentation requirements that establish linguistic capital as prerequisite for professional legitimacy. The TEEP Report (2023) requires that “pre-service teachers must have demonstrated knowledge and met the learning outcomes of the core content prior to graduation” (p. 31), creating competency discourse that positions alternative approaches as supplementary rather than foundational. This creates what Fairclough (2013) terms “discursive hegemony,” where particular ways of articulating educational practice become normalised while others are rendered invisible.

3.2. Transdisciplinary Learning Through Dance

The transdisciplinary nature of dance education represents a significant departure from traditional siloed approaches to teacher preparation, an issue that the QITE Review (DESE, 2022) identifies as problematic. Studies show that dance education transcends traditional disciplinary boundaries, creating rich opportunities for integrated learning experiences that mirror the complexities of contemporary classroom teaching (Borowski, 2023; Giguere, 2022; Hanna, 2008; Østern et al., 2019). This integration is particularly valuable in teacher education where practitioners must synthesise knowledge from multiple domains including pedagogy, psychology, sociology, and content expertise.

Research conducted in diverse educational contexts demonstrates the brain-body connection in dance learning provides a concrete model for understanding how students process and retain information. Borowski’s (2023) study of two hundred forty undergraduate students across three universities in the United States found that “dance fosters self-awareness, or the ability to accurately recognise one’s own emotions, thoughts, values, strengths, and limitations and how they influence behaviour” (p. 162). This development of metacognitive awareness through embodied experience aligns directly with the TEEP Report (2023) emphasis on “understanding brain-based learning processes as core content for initial teacher education” (p. 29).

Dance education impacts teacher development through four key mechanisms supported by empirical research that directly address gaps identified by the QITE Review (DESE, 2022):

• Physical and Spatial Awareness Development: Movement-based learning experiences enhance cognitive processing and memory retention through kinaesthetic engagement (Kronsted & Gallagher, 2021). Dance training develops spatial reasoning abilities, body awareness, and understanding of how physical environment affects learning—skills directly transferable to classroom management and instructional design.
• Social-Emotional Competency Building: Partner and group dance activities cultivate sensitivity to others’ nonverbal cues and emotional states while developing collaborative problem-solving skills (San-Juan-Ferrer & Hipola, 2020). These competencies are essential for effective classroom communication and student relationship building.
• Cultural Responsiveness Enhancement: Engagement with diverse dance traditions provides embodied understanding of different cultural perspectives and ways of knowing, particularly valuable for developing culturally responsive teaching practices (Rowlands et al., 2022).
• Metacognitive Skill Development: The reflective process of learning, practicing, and refining movement sequences develops metacognitive awareness about learning processes that transfers to pedagogical understanding (Chen & Cone, 2003).

A longitudinal study by Kronsted and Gallagher (2021) involving one hundred fifty-six dance students from three countries (United States, Canada, and Australia) found that dance education supports cognitive development through four key mechanisms: fostering empathy through kinaesthetic awareness and mirroring, encouraging affordance exploration through creative problem-solving, helping modulate attention and sustain focus, and introducing novel movement patterns that challenge habitual behaviours and encourage cognitive flexibility.

These skills “carry over into the realm of conceptual problem-solving,” making dance a powerful tool for developing pedagogical understanding (Kronsted & Gallagher, 2021, p. 36). The transfer of learning from embodied experiences to abstract conceptual understanding is particularly relevant for teacher education, where practitioners must develop both theoretical understanding and practical application skills.

3.3. Theoretical Frameworks for Dance Education in Teacher Preparation

The effectiveness of dance as a learning medium draws upon two foundational theoretical frameworks that illuminate how embodied learning experiences can transform teacher preparation: Embodied Cognition Theory (Shapiro, 2019; Wilson & Foglia, 2017) and Constructivist Learning Theory (Jimenez et al., 2025; von Glasersfeld, 2018).

Embodied Cognition Theory posits that cognitive processes are fundamentally grounded in the body’s interactions with the world (Wilson & Foglia, 2017). This theoretical framework suggests that our understanding of abstract concepts is built upon physical experiences and sensorimotor interactions with our environment. In dance education, this principle is exemplified through the ways movement experiences contribute to cognitive development and conceptual understanding. Shapiro’s (2019) meta-analysis of forty-two studies across neuroeducation research argues that embodied cognition in dance creates neural pathways that support both physical and abstract learning, making it particularly valuable for teacher education.

Studies in neuroscience support this theoretical perspective, demonstrating how movement activities engage multiple brain regions simultaneously, enhancing learning and memory retention (Damasio & Damasio, 2021). In teacher education contexts, dance provides direct experience of this mind–body connection, helping pre-service teachers understand how physical engagement can support learning across all disciplines. Wilson-Mah and Goodwin’s (2020) study of eighty-nine pre-service mathematics teachers in Canada demonstrated that kinaesthetic experiences through dance serve as embodied learning mechanisms facilitating the development of both concrete and abstract spatial understanding, leading to more effective instructional methodologies.

Constructivist Learning Theory, integrating Piaget’s cognitive development framework and Vygotsky’s social learning principles, emphasises the active construction of knowledge through experience and social interaction (von Glasersfeld, 2018). Dance education exemplifies constructivist principles through its emphasis on experiential learning, collaborative meaning-making, and the social construction of knowledge. In dance education, learning occurs through active engagement with movement problems, reflection on experience, and collaborative creation of movement sequences.

Recent research reinforces how embodied, dance-based learning aligns closely with constructivist principles in teacher education. In their exploration of embodied pedagogy, Jimenez et al. (2025) emphasise that embodied knowing—rooted in movement, relational witnessing, and experiential reflection—cultivates teachers’ capacity to connect cognition with affective and physical understanding. Similarly, Brown (2015) highlights that dance education provides an epistemological model of learning where knowledge is actively constructed through bodily engagement, interpretation, and collaboration. These findings affirm that when pre-service teachers engage in embodied learning experiences, they not only deepen conceptual understanding but also develop a reflexive awareness of how learning occurs through movement and sensation. This constructivist, embodied approach strengthens teacher agency, fosters creative pedagogical design, and bridges the divide between theory and practice within contemporary teacher education.This embodied learning is enhanced through social learning opportunities inherent in partner and group choreography, where knowledge is co-constructed through collaborative movement experiences (Garrett, 2021). Skills development follows a carefully scaffolded progression, with movement challenges designed to build complexity gradually as learners develop mastery. Throughout this process, reflective practice is integrated through ongoing movement analysis and feedback, allowing learners to deepen their understanding through critical reflection on their experiences.

This alignment with constructivist principles is particularly valuable in teacher education, as it provides pre-service teachers with models for implementing constructivist approaches in their own teaching practice. Lawrence’s (2024) body of work demonstrates that when educators engage in constructivist and arts-based learning experiences—particularly those grounded in movement and dance—they develop deeper pedagogical agility and confidence in designing active, experiential learning environments.

3.4. Evidence for Dance Education’s Impact

A substantial body of research across diverse educational contexts demonstrates dance education’s positive impact on social-emotional competencies crucial for effective teaching (Cook, 2022; Panagiotopoulou, 2018; San-Juan-Ferrer & Hipola, 2020). Analysis of this research literature reveals multiple interconnected mechanisms through which dance develops essential social-emotional skills that correspond to needs identified in the QITE Review (DESE, 2022).

Through movement exploration, practitioners develop a deeper understanding of their own emotional states and responses, fostering embodied self-awareness that enhances their teaching practice. Partner and group dance activities cultivate sensitivity to others’ nonverbal cues and emotional states, while the physical discipline of dance provides practical experience in managing emotional and physical responses. Additionally, collaborative dance experiences develop vital skills in cooperation, communication, and collective problem-solving that transfer directly to classroom settings.

San-Juan-Ferrer and Hipola’s (2020) systematic review of twenty-three studies across five countries involving 1847 participants demonstrates that engagement in dance significantly develops a comprehensive range of emotional competencies including “self-knowledge, self-control, empathy, concentration, the development of a healthy ego and personality, self-confidence, self-esteem, subjective well-being, self-efficacy, emotional maturity, optimism, motivation” (p. 77). These findings are supported by Panagiotopoulou’s (2018) longitudinal study of one hundred fifty-six high school students in Greece and Rajan and Aker’s (2024) intervention study with eighty-nine students with special needs in Canada. These qualities align closely with the emotional competencies required for effective teaching.

Critical Thinking Development: Dance education has been shown to foster critical thinking skills essential for effective teaching through multiple interconnected pathways. Giguere’s (2006) longitudinal study of seventy-eight elementary students in the United States demonstrates that creative dance experiences provide “opportunities to challenge and refine abilities to solve many kinds of problems” (p. 47). The development of critical thinking through dance emerges organically through the creative process across diverse educational contexts.

Creating and modifying movement sequences develops sophisticated skills in analysis, synthesis, and evaluation. The practice of observing and analysing movement cultivates detailed observation and assessment abilities crucial for effective teaching. Through making artistic choices, practitioners develop judgment and reasoning skills, while regular reflection on movement experiences enhances metacognitive capabilities. These critical thinking processes directly parallel the cognitive skills required for effective teaching, making dance education particularly valuable for teacher preparation.

3.4.1. Cultural Responsiveness Development

Dance education provides unique opportunities for developing cultural responsiveness, a key component identified in both the TEEP Report (2023) and specifically highlighted in the QITE Review’s (DESE, 2022) finding that beginning teachers felt underprepared for teaching Aboriginal and Torres Strait Islander students. Biddle and Crawford’s (2017) analysis of national survey data from 11,482 Aboriginal and Torres Strait Islander people demonstrates that dance serves as a powerful medium for understanding and appreciating diverse cultural perspectives. The investigation reveals how physical engagement with diverse movement traditions provides deeper understanding than theoretical study alone, while Rowlands et al.’s (2022) qualitative study of Indigenous dance programs in three Australian universities documents how learning dances from various traditions requires meaningful engagement with their cultural and historical contexts. Salmon et al.’s (2019) comprehensive review demonstrates that through exploring movement preferences and habits, practitioners develop heightened awareness of their own cultural conditioning and biases.

In First Nations communities specifically, dance plays a crucial role in establishing connections to cultural history and promoting transmission of cultural knowledge (Salmon et al., 2019). This alignment with Indigenous ways of knowing and learning provides valuable models for culturally responsive teaching practices. The embodied nature of dance learning creates opportunities for deep engagement with cultural knowledge and practices, supporting the development of genuinely inclusive educational approaches.

3.4.2. Supporting Diverse Learners

Dance education’s inherent adaptability provides concrete models for differentiated instruction and inclusive practice. Through modifying movement activities to accommodate different abilities and learning styles, pre-service teachers develop practical skills in differentiation and inclusive practice that transfer directly to classroom contexts.

Through these multiple impacts on social-emotional development, critical thinking, and cultural responsiveness, dance education offers a comprehensive approach to developing the complex competencies required for effective teaching while addressing the specific areas of unpreparedness identified in policy analysis.

3.5. Alignment with Core ITE Requirements

The transdisciplinary nature of dance education aligns closely with the four core content areas identified by the TEEP Report (2023), providing a comprehensive framework for teacher preparation that addresses the specific challenges documented in the QITE Review (DESE, 2022). This alignment demonstrates how dance education can effectively support the development of essential teaching competencies through embodied learning experiences.

3.5.1. The Brain and Learning

Dance education provides concrete experiences of how learning occurs through the integration of physical, cognitive, and emotional processes. The TEEP Report (2023) identifies this as core content that “provides teachers with an understanding of why specific instructional practices work, and how to implement these practices” (p. 28). Dance education offers direct experience in managing cognitive load through the systematic breakdown of complex movements into manageable components, followed by gradual complexity building as mastery develops (Chen & Cone, 2003; Kronsted & Gallagher, 2021).

Through dance activities, pre-service teachers experience firsthand the limitations of working memory when learning movement sequences, the consolidation of learning through practice, and the transfer of skills across different contexts (Nabatov & Mankovska, 2021; Payne & Costas, 2021). This experiential understanding of learning processes enhances teachers’ ability to implement evidence-based teaching strategies effectively. The significance of this embodied learning approach is further supported by findings showing that dance fosters metacognitive development.

3.5.2. Effective Pedagogical Practices

Dance education inherently embeds effective pedagogical practices through its structured approach to learning progression (Cook, 2018; Chen & Cone, 2003; Giguere, 2011). The TEEP Report (2023) defines this core content area as “practices including explicit modelling, scaffolding, formative assessment, and literacy and numeracy teaching strategies that support student learning” (p. 29). Dance instruction naturally incorporates explicit modelling through clear demonstration of movement sequences, breakdown of complex skills, and the use of multiple teaching modalities including visual, verbal, and kinaesthetic strategies (Henley, 2014; Nabatov & Mankovska, 2021).

The scaffolding process in dance education provides an exemplary model for teaching, as it requires careful attention to progressive skill development and differentiated support levels for learners (Anderson, 2015; Borowski, 2023). Formative assessment is continuously integrated through observation, feedback, and reflection, providing pre-service teachers with practical experience in monitoring and supporting student progress (Deans, 2016; Payne & Costas, 2021).

3.5.3. Classroom Management

Dance education develops classroom management skills through its inherent focus on spatial awareness, group dynamics, and non-verbal communication (Lobo & Winsler, 2006; Rajan & Aker, 2024). The TEEP Report (2023) identifies classroom management as core content involving “practices that foster positive learning environments” (p. 29). Managing movement in shared spaces requires sophisticated understanding of group coordination, transitions, and environmental organisation—all crucial skills for effective classroom management (Cetin & Cevikbas, 2020; Walter & Sat, 2013).

Dance education develops teachers’ capacity to establish clear expectations and routines while maintaining engagement and focus. The structured nature of dance activities provides practical experience in time management, pacing, and energy regulation, essential skills for maintaining productive learning environments (Panagiotopoulou, 2018; San-Juan-Ferrer & Hipola, 2020).

3.5.4. Responsive Teaching

Dance education enhances responsive teaching through its emphasis on embodied understanding and cultural expression (Biddle & Crawford, 2017; Rowlands et al., 2022). The TEEP Report (2023) defines responsive teaching as “content that ensures teachers teach in ways that are culturally and contextually appropriate and responsive to student need” including “First Nations peoples, cultures and perspectives,” “cultural responsiveness,” “family engagement for learning,” and “diverse learners, including students with disability” (p. 29).

Through engagement with diverse movement traditions, pre-service teachers develop deep appreciation for different ways of knowing and learning (Jordan et al., 2017; Salmon et al., 2019). Dance education naturally incorporates differentiated instruction through multiple entry points for learning and varied expression opportunities (Crowe et al., 2017; Mackinlay, 2010). The adaptable nature of dance movement supports inclusive practice by demonstrating how activities can be modified to accommodate different abilities while maintaining educational value (Goggin, 2018; Parker, 2018).

4. Discussion

4.1. Addressing the Theory-Practice Divide

The findings demonstrate that dance education provides a unique solution to the persistent theory-practice divide that challenges traditional teacher preparation and was specifically highlighted in the QITE Review (DESE, 2022). While previous approaches have struggled to effectively integrate theoretical knowledge with practical application, dance education inherently bridges this gap through embodied learning experiences.

The QITE Review’s (DESE, 2022) finding that beginning teachers struggled to apply theoretical knowledge in practical classroom situations reflects a fundamental flaw in traditional teacher preparation approaches that rely heavily on theoretical instruction followed by brief practical placements. Dance education’s embodied learning experiences create neural pathways that support both physical and conceptual understanding, offering a concrete solution to the problem of theoretical knowledge that fails to transfer to classroom practice. When pre-service teachers engage in movement-based learning activities, they develop deeper understanding of pedagogical principles through direct experience.

The QITE Review (DESE, 2022) documented that beginning teachers cited insufficient or poorly organised practical experience placements as a key area where their preparation could have been improved. Dance education offers a solution by embedding practical, embodied experiences throughout the entire teacher preparation program rather than relegating them to discrete placement periods. This continuous integration of theory and practice through movement-based learning addresses the structural challenges in current ITE programs that contribute to beginning teacher unpreparedness.

4.2. Comprehensive Response to Beginning Teacher Challenges

The multifaceted challenges facing beginning teachers identified in the QITE Review (DESE, 2022) policy analysis—classroom management difficulties, cultural responsiveness gaps, inadequate support for diverse learners, and weak family engagement skills—require comprehensive rather than piecemeal solutions. The QITE Review’s detailed documentation of these challenges provides a clear framework for understanding how dance education’s transdisciplinary nature can provide an integrated approach that simultaneously addresses multiple competency areas.

4.2.1. Classroom Management

Dance education inherently develops skills in spatial awareness, group coordination, and non-verbal communication that directly transfer to classroom management capabilities. The structured nature of dance activities provides practical experience in establishing routines, managing transitions, and maintaining group focus—specific skills that address the classroom management deficit identified in the QITE Review (DESE, 2022). Unlike traditional approaches that teach classroom management as a separate theoretical subject, dance education embeds these skills within authentic movement experiences that pre-service teachers can immediately understand and apply.

4.2.2. Cultural Responsiveness

Through engagement with diverse dance traditions, pre-service teachers develop embodied understanding of different cultural perspectives and ways of knowing. This approach proves more effective than theoretical cultural studies alone, as demonstrated in research showing how physical engagement with cultural practices creates deeper understanding and appreciation. Dance education’s emphasis on Indigenous ways of knowing, which naturally integrate physical, emotional, and cultural learning, addresses the cultural responsiveness gaps identified in the QITE Review (DESE, 2022).

4.2.3. Supporting Diverse Learners

Dance education’s inherent adaptability and multiple entry points for participation provide concrete models for differentiated instruction and inclusive practice. Pre-service teachers experience firsthand how activities can be modified to accommodate different abilities while maintaining educational value, developing practical skills that transfer directly to classroom contexts.

Technology Integration and Contemporary Challenges: While the QITE Review (DESE, 2022) focused primarily on traditional teaching challenges, dance education can effectively address contemporary challenges including technology integration and increasing student mental health needs that have emerged since the COVID-19 pandemic. Digital choreography tools, video analysis platforms, and virtual collaboration in movement creation provide models for technology integration, while the stress-reduction and emotional regulation benefits of movement address growing student wellbeing concerns that beginning teachers increasingly encounter.

4.3. Addressing Completion Rates and Student Retention

The QITE Review (DESE, 2022) identified concerning variation in completion rates among higher education providers, ranging from 34 to 73 percent, indicating that some ITE students are investing years and money on preparation for a career they later decide is not for them. This finding suggests a fundamental mismatch between traditional teacher preparation approaches and student needs and expectations.

Dance education’s engaging, embodied approach to learning can potentially address retention issues in several ways. First, the immediate relevance and practical application of movement-based learning experiences may increase student engagement and satisfaction with their ITE program. Second, dance education provides early and continuous opportunities for students to experience teaching and learning dynamics through movement activities, allowing them to develop and test their teaching identity throughout their program rather than waiting for formal practical placements. Third, the social-emotional competencies developed through dance education—including self-awareness, resilience, and collaborative skills—may better prepare students for the challenges of both ITE study and beginning teaching, improving both completion rates and early career retention.

4.4. Implementation Framework and Practical Applications

Based on the analysis and the specific challenges identified in the QITE Review (DESE, 2022), a practical implementation framework for integrating dance education into teacher preparation emerges that addresses practical application in educational contexts.

4.4.1. University-Based Implementation

Dance education principles can be integrated throughout ITE curricula rather than confined to isolated courses. Methods courses can incorporate movement-based learning to teach pedagogical concepts, while practical experience components can include observation and implementation of dance-based learning in partner schools. This integration ensures that theoretical concepts are immediately grounded in embodied experience.

4.4.2. Specific Exercise Applications

Research supports particular types of dance education exercises for teacher development that address gaps identified by the QITE Review (DESE, 2022). Mirroring exercises develop empathy and non-verbal communication skills, while improvisation activities enhance creative problem-solving and adaptability crucial for complex classroom situations. Cultural dance exploration builds cultural competency, and choreographic processes help teachers understand scaffolding and instructional sequencing for practical pedagogical skill development. Additionally, reflective movement analysis develops metacognitive awareness, effectively bridging the theory-practice divide.

Addressing Workload and Technology Challenges: Dance education can specifically address contemporary teaching challenges identified in recent literature. Movement breaks and kinaesthetic learning strategies can help manage student engagement and behaviour, potentially reducing classroom management workload. Integration of technology in dance education (video analysis, digital portfolios, virtual collaboration) provides models for effective technology use in other subject areas.

4.5. Addressing Alternative Perspectives and Implementation Challenges

While this analysis demonstrates significant potential for dance education in teacher preparation, it is important to acknowledge alternative perspectives and limitations identified in the research literature, particularly in light of the practical constraints and concerns raised in the QITE Review (DESE, 2022).

Some researchers argue that traditional academic preparation remains the most effective approach to teacher education, emphasising content knowledge mastery and theoretical understanding over embodied learning approaches. Critics of arts-based teacher education suggest that time spent on creative activities could be better allocated to subject-specific pedagogy and academic content preparation, particularly given the QITE Review’s (DESE, 2022) finding that beginning teachers needed stronger preparation in literacy and numeracy teaching.

Additionally, implementation challenges must be acknowledged. Many teacher educators lack formal dance training, requiring significant professional development investment. Infrastructure limitations in traditional university settings may constrain movement-based activities, and cultural sensitivity concerns, particularly around Indigenous dance traditions, require careful navigation to avoid appropriation while honouring authentic cultural practices.

Research indicates that some teacher education students initially resist embodied learning approaches, viewing them as less serious or academically rigorous than traditional coursework. This suggests implementation would require careful scaffolding and explicit connection-making to help students understand the pedagogical value of dance-based approaches.

Furthermore, the effectiveness of dance education may vary across different teaching contexts and subject areas. While research supports benefits for elementary and arts education settings, evidence for secondary STEM contexts is more limited, suggesting the need for differentiated implementation approaches that consider the specific challenges identified in the QITE Review (DESE, 2022) for different educational levels and subject specialisations.

4.6. Long-Term Professional Development and Career Retention

The QITE Review’s (DESE, 2022) finding that approximately one in five beginning teachers exits the profession within their first three years highlights the need for teacher preparation approaches that not only develop initial competencies but also foster long-term professional resilience and growth. Dance education’s emphasis on continuous learning, reflection, and adaptation provides a model for lifelong professional development that extends beyond initial teacher preparation.

The embodied learning principles developed through dance education create a foundation for ongoing professional growth throughout teachers’ careers. The metacognitive awareness fostered through movement-based learning enables teachers to continuously reflect on and improve their practice, addressing the need for sustained professional development identified in the policy literature.

Furthermore, dance education’s emphasis on collaborative learning and peer support provides models for the kind of professional learning communities that research shows support teacher retention and effectiveness. The social-emotional competencies developed through dance education—including empathy, communication skills, and cultural sensitivity—contribute to teachers’ ability to work effectively with colleagues, students, and families throughout their careers.

5. Conclusions

The critical discourse analysis demonstrates that dance education offers a comprehensive solution to the critical challenges facing teacher education in Australia and internationally. The QITE Review’s (DESE, 2022) documentation that nearly one in five beginning teachers leave the profession within their first three years—a statistic that represents not only significant human resource loss but also disruption to student learning continuity—demonstrates the urgent need for reform of teacher preparation approaches.

The evidence reveals that dance education’s transdisciplinary nature addresses the multifaceted challenges identified in the QITE Review (DESE, 2022) policy analysis: the theory-practice divide, inadequate classroom management preparation, insufficient cultural responsiveness development, and limited support for diverse learners. Unlike traditional approaches that address these challenges separately, dance education provides an integrated framework that simultaneously develops multiple competency areas through embodied learning experiences.

The findings align closely with the core content requirements identified by the TEEP Report (2023) while offering practical solutions to the specific problems facing beginning teachers documented in the QITE Review (DESE, 2022). Dance education’s documented impacts on social-emotional development, cultural competency, and pedagogical understanding correspond to the areas where beginning teachers feeling most underprepared. The approach addresses contemporary challenges including technology integration demands, increasing student mental health needs, and growing expectations for differentiated instruction through its inherently adaptable and inclusive nature.

However, successful implementation requires acknowledgment of significant challenges and careful planning informed by the QITE Review’s (DESE, 2022) findings. The high attrition rate of beginning teachers reflects complex factors including workload management, administrative demands, lack of ongoing support, and inadequate preparation for the realities of contemporary classrooms. While dance education can address many preparation-related factors, systemic issues including teacher working conditions, professional recognition, and ongoing support structures must also be addressed for comprehensive reform.

The study limitations—including focus on Australian policy contexts, researcher interpretation in synthesis, and limited representation of non-Western research—must be considered when drawing broader conclusions. Nevertheless, the evidence suggests that dance education principles could positively address the specific challenges identified in the QITE Review (DESE, 2022): providing practical classroom management skills through movement-based activities, developing cultural responsiveness through authentic engagement with diverse dance traditions, and building confidence and resilience through embodied learning experiences.

5.1. Practical Implementation Priorities

Based on the QITE Review (DESE, 2022) analysis, implementation should prioritise several key areas. Development of programs to prepare teacher educators in dance-based pedagogies represents a fundamental requirement, as many current faculty lack the movement expertise necessary for effective implementation. This professional development must be comprehensive, addressing both theoretical understanding of embodied learning principles and practical skills in facilitating movement-based activities within educational contexts.

Infrastructure adaptation to support movement-based learning constitutes another critical priority. Traditional university lecture halls and seminar rooms require modification or supplementation with spaces that accommodate physical movement, collaborative activities, and creative expression. This may involve designated movement studios, flexible furniture arrangements, or partnerships with community dance facilities.

Partnership development with cultural communities ensures authentic and respectful integration of diverse dance traditions. This is particularly crucial when working with Indigenous dance forms, where cultural protocols, sacred practices, and intellectual property rights must be carefully respected. Such partnerships should involve community elders, cultural practitioners, and Indigenous educators as equal collaborators rather than consultants, ensuring that cultural knowledge is shared appropriately and benefits the communities from which it originates.

Assessment method development represents a significant challenge in recognising embodied knowledge within traditional academic frameworks. Current assessment practices in teacher education rely heavily on written assignments, standardised tests, and theoretical demonstrations. Integrating dance education requires developing new approaches that can authentically assess embodied learning, cultural competency development, and practical teaching skills developed through movement-based experiences.

Systematic evaluation to measure impact on teacher retention and effectiveness provides the empirical foundation necessary for evidence-based practice. This includes longitudinal tracking of graduates who experienced dance-integrated teacher preparation, comparison studies with traditional preparation approaches, and analysis of classroom effectiveness measures among beginning teachers with dance education backgrounds.

5.2. Addressing Contemporary Educational Challenges

Dance education offers unique responses to contemporary challenges facing Australian education beyond those specifically identified in the QITE Review (DESE, 2022). The increasing recognition of student mental health needs in schools requires teachers equipped with strategies for emotional regulation, stress reduction, and wellbeing support. Dance education’s documented benefits for emotional regulation, stress management, and social-emotional development provide practical tools that teachers can implement in their classrooms while also supporting their own professional wellbeing.

The rapid pace of technological change in education demands teachers who are adaptable, creative, and comfortable with integrating new tools and platforms. Dance education’s emphasis on improvisation, creative problem-solving, and adaptation to new situations develops the cognitive flexibility essential for navigating technological innovation in educational contexts. Furthermore, the integration of technology in dance education—through video analysis, digital portfolios, motion capture, and virtual collaboration platforms—provides concrete models for effective technology use across disciplines.

The growing emphasis on STEM education and the documented challenges in maintaining student engagement in these areas can benefit from dance education’s kinaesthetic approaches to learning. Research demonstrates how movement-based learning can enhance mathematical understanding, scientific concept development, and engineering design thinking. Dance education provides teacher preparation programs with strategies for making abstract concepts more accessible through embodied learning experiences.

5.3. Cultural Responsiveness and Indigenous Perspectives

The integration of dance education in teacher preparation must acknowledge and center Indigenous perspectives on embodied learning, cultural transmission, and holistic education. Indigenous educational philosophies have long recognised the interconnection of physical, emotional, spiritual, and intellectual learning—principles that align closely with dance education’s transdisciplinary approach.

The QITE Review (DESE, 2022), which identified significant gaps in preparation for teaching Aboriginal and Torres Strait Islander students, states that dance education offers opportunities for meaningful engagement with Indigenous ways of knowing. However, this engagement must be approached with cultural humility, proper protocols, and genuine partnership with Indigenous communities. Non-Indigenous educators must understand that Indigenous dance forms carry sacred knowledge, cultural protocols, and intellectual property rights that require respectful acknowledgment and appropriate permission for use.

The incorporation of Indigenous dance traditions in teacher education should focus on developing cultural awareness, respect for diverse ways of knowing, and understanding of how embodied cultural practices transmit knowledge across generations. This approach can help pre-service teachers develop the cultural responsiveness essential for effective teaching in diverse Australian classrooms while avoiding appropriation or misrepresentation of cultural practices.

5.4. International Implications and Transferability

While this analysis focuses specifically on Australian teacher education policy, the principles and challenges identified have international relevance. Many countries face similar issues with teacher retention, preparation quality, and cultural responsiveness in increasingly diverse educational contexts. The United States, Canada, the United Kingdom, and New Zealand report comparable challenges with beginning teacher attrition, theory-practice divides, and inadequate preparation for diverse student populations.

Dance education’s transdisciplinary nature offers solutions that transcend specific national contexts while requiring adaptation to local cultural, policy, and institutional frameworks. The embodied learning principles, social-emotional development benefits, and cultural responsiveness enhancement documented in international research suggest broad applicability across different educational systems.

However, implementation in different national contexts requires careful attention to local cultural values, educational traditions, and policy frameworks. What works in Australia’s multicultural, Indigenous-inclusive context may require significant adaptation for implementation in countries with different demographic compositions, cultural values, or educational structures.

5.5. Research and Evaluation Priorities

Future research priorities should focus on several key areas essential for advancing understanding of dance education’s role in teacher preparation. Longitudinal studies tracking beginning teachers with dance education backgrounds through their early career years can provide crucial evidence about retention rates, classroom effectiveness, and professional satisfaction compared to traditionally prepared teachers.

Comparative studies examining different models of dance education integration—from full curriculum embedding to discrete course offerings—can inform implementation decisions for different institutional contexts. Such research should consider factors including program length, institutional resources, faculty expertise, and student populations.

Cultural responsiveness assessment represents a critical research need, as current measures may not adequately capture the complex competencies developed through embodied cultural engagement. Developing validated instruments that can assess cultural sensitivity, inclusive teaching practices, and ability to work effectively with diverse student populations remains a significant challenge.

Investigation of subject-specific applications could address questions about dance education’s effectiveness across different teaching areas. While research supports benefits for elementary and arts education, systematic study of applications in secondary STEM subjects, special education, and English as Additional Language contexts could expand understanding of dance education’s potential scope.

Cost–benefit analysis of implementation approaches can inform policy decisions about resource allocation and program sustainability. Understanding the financial investment required for faculty development, infrastructure adaptation, and program modification relative to outcomes in teacher retention and effectiveness provides essential information for educational leaders and policymakers.

5.6. Policy Implications and Recommendations

The evidence presented suggests several policy implications for Australian teacher education and broader educational policy. Teacher education accreditation standards should consider incorporating embodied learning experiences and cultural responsiveness development as explicit requirements rather than optional enhancements. This would create systematic incentives for institutions to develop innovative approaches rather than maintaining traditional theoretical frameworks.

Funding mechanisms should support institutional capacity building for dance education integration, including faculty professional development, infrastructure adaptation, and community partnership development. Targeted funding for culturally responsive teacher preparation could specifically support Indigenous community partnerships and authentic cultural learning experiences.

Professional teaching standards should explicitly recognise embodied learning competencies, cultural responsiveness, and social-emotional teaching skills as essential professional capabilities. This recognition would validate dance education approaches while creating accountability for their development in teacher preparation programs.

Research funding priorities should emphasise longitudinal tracking of teacher preparation innovations, comparative effectiveness studies, and development of new assessment approaches that can capture the complex competencies required for contemporary teaching. Support for Indigenous-led research on cultural responsiveness and embodied learning represents a particular priority given historical research inequities.

5.7. Toward Transformative Teacher Education

The comprehensive analysis of dance education’s potential contributions to teacher preparation reveals a transformative approach that addresses multiple persistent challenges in Australian teacher education while offering international applicability. The alignment between dance education outcomes and specific problems documented in the QITE Review (DESE, 2022) suggests that this approach could play a crucial role in developing more effective, culturally responsive, and resilient educators.

The path forward requires sustained commitment from educational leaders, policymakers, and teacher educators to implement these transformative approaches within existing resource constraints while building new capacities for innovation. The Teacher Education Expert Panel’s emphasis on collaboration across all levels of the education system provides a framework for the coordinated effort necessary for meaningful reform.

By incorporating dance education principles as an integrative framework rather than an additional requirement, teacher preparation programs can address multiple policy mandates while providing concrete solutions to the persistent challenges that contribute to beginning teacher attrition. This investment in transformed teacher education through dance holds promise for creating more effective, culturally responsive, and resilient educators capable of meeting contemporary student needs while finding greater satisfaction and longevity in their profession.

As Australia continues to grapple with teacher shortages and retention challenges, dance education offers an evidence-based, culturally inclusive, and practically applicable approach to enhancing teacher preparation and supporting the development of confident, competent educators who are prepared for the complexities of 21st-century classrooms. The comprehensive nature of this approach, grounded in solid empirical evidence and aligned with current policy priorities, positions dance education as a necessary component of teacher education reform in Australia and internationally.

The findings support the argument that dance education can serve as a transdisciplinary vehicle for transforming teacher education, providing a blueprint for academic excellence that addresses the persistent challenges in teacher preparation while fostering the development of educators who are both technically skilled and culturally responsive. The evidence presented demonstrates that this approach offers not merely an enhancement to existing teacher preparation but a fundamental reconceptualization of how teachers can be prepared for the complex demands of contemporary education.